Promote the effectiveness of pair work and group work in speaking lessons at tran an chiem high school

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA TRƯỜNG THPT TRẦN ÂN CHIÊM SÁNG KIẾN KINH NGHIỆM PROMOTE THE EFFECTIVENESS OF PAIR WORK AND GROUP WORK IN SPEAKING LESSONS AT TRAN AN CHIEM HIGH SCHOOL Người thực hiện: Đỗ Thị Thu Chức vụ: Giáo viên SKKN thuộc môn: Tiếng Anh THANH HÓA NĂM 2018 Table of contents Introduction ……………………………………………………… 1.1 Reasons for choosing the topic ………………………… 1.2 Purposes of the study……………………………………… 1.3 Objects of the study…………………………………… 1.4 Methods of the study……………………………………… Contents ………………………………………………………… 2.1 Theoretical background…………………………………… 2.1.1 Definition of pair work and group work……………… 2.1.2 Pair and group activities in a speaking lesson………… 2.1.3 Advantages and disadvantages of pair work and group work…………………………………………………… 2.2 The use of pair work and group work in speaking lessons at Tran An Chiem High School ……………………… 2.3 How to organize pair work and group work effectively… 2.3.1 Preparation for pair or group work …………………… 2.3.2 Steps in the classroom………………………………… 2.3.3 Steps for organizing pair or group work in a speaking lessons………………………………………………… 2.3.4 Sample speaking lesson plan applying pair work and group work…………………………………………… 2.4 Effects of the study on teaching and learning…………… Conclusion ……………………………………………………… 3.1 Conclusion ………………………………………………… 3.2 Recommendation ………………………………………… References …………………………………………………… Appendice Page 2 3 3 9 11 12 15 16 16 17 19 INTRODUCTION 1.1 Reasons for choosing the topic In recent decades, it is undeniable that English has become a primary medium of international communication in commerce, transportation, banking, tourism, technology, aviation, diplomacy, scientific research etc, As a result, Vietnamese Ministry of Education and Training has adopted English as a compulsory subject at schools, colleges and universities since 1990s However, most of the students have still been confused with the demand of communicative competence, which derives basically from the lack of the opportunities to practice, the limited exposure to the real language interferences, and especially the lack of suitable teaching and learning methods They are mainly taught with the traditional method – Grammar Translation Method which focuses on academic study of grammar; subsequently, students are discouraged from promoting their overall communicative competence Since the onset of the communicative era, speaking has been perceived as the most fundamental skill to acquire and also the ultimate goal of language training; therefore, its development has become the focus of attention of both teachers and students However, helping students to achieve proficiency in English language speaking in such Vietnamese classroom conditions faces a number of difficulties Fistly, classes are at large size Secondly, most students have low motivation to learn English Besides, materials not fulfill students’ need because many topics for speaking in the course book not relate much to students’ everyday conversations and hardly reflect the variety of oral communication in real life situations Moreover, many students are too shy to speak in English lessons They may have difficulty taking part in the conversations because they suffer from saying something wrong or incomprehensible and losing face in front of their teacher or peers Last but not least, students find it easier to express themselves in their mother tongue than in English, so if they are not instructed carefully, they will not try to express their ideas in English According to Nunan (2003), one of the main principles for teaching speaking skill is that ‘teacher increase students’ talking time by letting students practice in pair or group and limit teacher’s talking time’ Pairwork and groupwork has long been applied in teaching but in fact the majority of students are still afraid of speaking lessons So what is the main cause for this – that is also the reason why I choose the topic “ Promote the effectiveness pairwork and groupwork in speaking lessons” to study with the hope of trying to find out the better way to teaching speaking lessons effectively 1.2 Purposes of the study This study is aimed at: - Investigating the use of pair work and group work in speaking lessons at Tran An Chiem High School - Pointing out the benefits and challenges of using pair and group work activities - Suggesting some effective ways of using pair and group work in speaking lessons - Showing how pair and group work can be used for various classroom activities - Giving teachers confidence in using pair and group work themselves 1.3 Objects of study As mentioned above, the study focusses on finding out the frequency of using pair and group work in speaking lessons as well as the methods applied to improve students’ speaking skill in the speaking lessons Besides, the researcher makes an attempt to find out the advantages and disadvantages of pair and group work in speaking lessons as well as suggest the effective ways and methods of using pair and group work to teach this skill The study is carried out on forty two grade – ten students at Tran An Chiem High School in Yen Dinh district and four English teachers there 1.4 Methods of the study To realize the aims of the study, the reseacher has used both quantitative and qualitative methods The theoretical background of the study comes from a lot of published books by famous researchers in the field The data for the charts has been collected through survey questionnaire and analyzed by SPSS software CONTENTS 2.1 Theoretical background 2.1.1 Definition of pair work and group work The definitions of pair work have been developed over the years with the contribution of a great number of linguistics and are brought together by Doff (1988): ‘In pair work, the teacher divides the whole class into pairs Every student works with his or her partner in pairs, and all the pairs work at the same time (it is sometimes called ‘simultaneous pair work’) This is not the same as “public” or “open” pair work, with pairs of students speaking in turn in front of the class.” The definition of pairwork in this case is an activity that gives students a chance to talk to each other, practice language together, study a text, research language or take part in information-gap activities They can write dialogues, predict the content of reading texts, or compare notes on what they have listen or seen In general, there are two main types of pairwork, fixed pairs and flexible pairs, suggested by Byrne (1983) The first type is when the students work with the same partner in order to complete task In this kind of pairs, they will deeply understand each other and know the other’s ability Meanwhile, the second one is when students keep changing their partners They can lift the chair freely to talk to any partner they like, which makes the activity more interesting In group work, the teacher divides the class into small groups of four or five students to work together and all the groups work at the same time just as in pair work (Doff 1988: 137) In this setting, students are assigned a task that involves “collaboration and self-initiated language” (Brown 2001:177), then students have opportunities to speak and altogether take the responsibility to pursue the common goals 2.1.2 Pair and group activities in a speaking lessons According to Brown (2001), appropriate pair activities include Dialogues, Questions and Answers, Drills, Quick Brainstorming Pair work enables teachers to engage students in interactive communication for a short period of time with minimum of logistical problems Typical group tasks are Games, Role – play and simulations, Drama, Projects, Interview, Brainstorming, Information gap, Jigsaw, Problem solving and decision making, and Option exchange Byrne (1991: 36-102) suggests some more activities for pair and group work In his opinion, pair work can be used for Controlled converstion, Questionnaires and Quizzes, Find a partner whereas group work for Discussion, Interpretation activities, Planning activities, Invention activities and Project activities Moreover, Doff (1988: 211) adds Exchanging personal information activity for pair work and Guessing games activity for group work Perhaps the list of activities for pair work and group work is still lengthened by many other researchers For the limitation of this study, some most popular ones will be focused on • Games A game could be any activity formalizing a technique into units that can be scored For example, students can practice twenty questions through a guessing game in whicj one member secretly decides he/ she is some famous person; the rest of of the roup has to find out who, within twenty yes/no questions, with each member of the group taking turns asking questions The person who is “it” rotates around the group and points are scored • Information gap In this activity, students are supposed to be working in pairs One student will have the information that other partner does not have and the partners will share their information This activity serves the purposes of solving a problem, collecting information etc, • Role play Role play involves giving a role to each member of the group and assigning an objective that participants must accomplish In pair, for example, student A is an employer; student B is a prospective employee; the objective is for A to interview B Or a group role – play might involve a discussion of a political issue, with each person assigned to represent a particular political point of view • Interview Students work in pairs or in groups of three or four to conduct interviews on a list of topics based on the theme and content in the textbook In each pair/ group, one is the interviewer and the other(s) will be the interviewee(s) Their tasks are to prepare questions for the interview and to answer them in a given period of time When time is over, each pair/ group will be called on to present their results to the class • Problem solving Students are requested to find out the solutions to a specified problem which might be relatively simple (such as giving direction on a map), moderately complex ( such as working out an itinerary from a train, plane, bus schedules), or quite complex ( such as solving a mistery in a crime story) • Discussion In group discussions, students should always be encouraged to work into small groups of four or five to ask questions, paraphrase ideas, express support, check for clarification and so on This activity is often carried out after students have completed a content –based lesson under teacher’s control to gain the general knowledge of the topic 2.1.3 Advantages and disadvantages of pair work and group work • Advantages of using pair and group work activities Brumfit says that pair work and group work are the most effective techniques of classroom organiztion which combine aspect of communication learning and natural interaction in a stress free environment (Brumfit, 1984: 78) Pair work and group work give students more opportunities to speak English in classroom Students participate in the lesson much more actively because they are involved in talking to their friends, exchaging opinions, practising new stuctures more than listening to their teacher talking By dividing the class into groups, students get more chances to talk than in full class organzation, thus each student can say something Penny Ur recommends that teachers working with larger classes should divide them into five groups which is the most effective organization for practising speaking (Ur, 1996:232) Students may feel less anxious when they are working in a group with a small number of people Particularly, timid students find it hard to speak in front of the class and teacher in their eyes seem to be fear They become silent and cannot think of anything to say However, when participating in pairs or groups, they may find it easier to share their opinions Besides practising and consolidating the language, pair work and group work help to integrate the class Students learn how to cooperate with one another, make compromise, negotiate, and respect individual with different abilities and views, which is important for the class atmosphere and relationship with the teacher Instead of sitting alone passively listen to the others, they can help each other and contribute to the success of a lesson In such a class, the teacher is no longer a supervisor but become a resource center and advisor for the students • Disadvantages of using pair work and group work activities Gross (1993: 67) also points out clearly disadvantages of using pair work and group work activities as follow: Some teachers are reluctant to use pair or group work being afraid of noise or discipline problems which might occur particularly Indeed students make noise while working on the task; they discuss things, check words and communicate with one another However, it is so-called “positive noise” and it does not disturb the students They are concentrating on their task so they not hear it If an activity goes on for too long; students, especially the poor ones make noise because they become bored, they want to get the teacher’s intention and they become disruptive Another disadvantage of using pair or group work activities is making mistakes Some teachers neglect to use pair or group work saying that students make mistakes trying to express their own ideas Indeed, incorectness is a problem yet in real life, it is communicative fluency that matters not accuracy, so we should not be concerned too much with accuracy if we want to practice oral skills According to Doff (1998:141), when learners work in pairs, it is impossible for the teacher to listen and correct all the mistakes they make and it is also not the purpose of this activity However, he or she can reduce the number of mistakes before the students start working by demonstrating the activity to the class first and by asking pairs to perform in front of the class afterwards and discussing what they said and pointing out the most common mistakes 2.2 The use of pair work and group work in speaking lessons at Tran An Chiem High School I have conducted a survey to find out the real information about the application of pair work and group work in speaking lesson at Tran An Chiem High School through two survey questionnaires; one for four English teachers and one for 40 grade-ten students (see the Appendices) The followings are the results of the survey when I started carried out this survey Table Teachers’ frequency of using pair work and group work in speaking lessons The pie chart shows that half of the teachers often use pair work and group work activities to teach students Twenty percent always use this method and the rest often organize this activity Therefore, it is clear that, pair work and group work play an important role in teaching English at Tran An Chiem High School Table 2: Kinds of pair work and group work activities used in speaking lessons With four options for the teachers to select in the survey questionnaire: Dialogue, Role play, Games and Other activities to answer the question about kinds of pair work and group work they often use to teach speaking skill, only two options have been selected Most of them use Dialogue and only one uses Role play and no one mentions any other kinds of pair work and group work So we can see that more activities should be applied to enhance the effect of the speaking lessons Moreover, with the last question in the survey for teacher, all of them confirm that pair work and group work are very effective in speaking lessons Table Students’ feelings when taking part in pair and group work in speaking Excited Nervous Timid Bored 25 14,3 59,5 19 7,2 Number Percentage (%) It is illustrated in the table that most of the students feel nervous when they are assigned tasks in the speaking lessons Nineteen percent are still timid and only 14,3 percent of the students are excited with pair or group activities The rest feel bored with these activities Table below illustrates the frequency of taking part in pair work and group work activities The majority of the students sometime join in these activities, which acounts for 85.7 percent Six of them often so and noone chooses ‘Always’ or ‘Never’ option Always Often Sometime Never Number 36 Percentage 14.3 85,7 Table 4: The frequency of participating in pairwork and group work among students Answering the last questions in the survey for the students about their attitude towards the frequency of pair and group work activities, most of them hope that pair work and group work will be organized more often so that they can practise speaking English better Through the survey, it is clear that pair work and group work have been used to teach speaking lessons However, very few kinds of these activities are applied and students are sometime involved in Besides, when taking part in pair or group work, many students still feel nevous or timid Therefore, the question is that how to enhance the effect of pair and group work in speaking lessons to improve students’ speaking ability 2.3 How to organize pair work and group work effectively 2.3.1 Preparation for pair or group work In order to prepare for pair or group work, according to Littlewood (1981) the teacher needs to the following: - Select the activity - Prepare any physical material for pair or group work ahead of time - Anticipate the size and the selection of pairs or groups - Anticipate how students will be organized within the pairs or groups (tasks and roles) - Consider the timing of the pair or group work - Consider how the pair or group work will be shared with the entire class and linked with the overall curriculm 2.3.2 Steps in the classroom • Select the activity An activity that is best suited for pair work and group work may meet the following criteria: - The activity has multiple tasks that can be shared among pair or groupmembers or a single task, such as generating ideas, that benefit from the articipation of all individuals within a pair or group - The activity involves problem solving and discussion - Examples of activities that may be suited for pair or group work are investigations of materials (newspapers, scientific specimens) and development of ideas or arguments • Preparation for materials The teacher will need to personally collect, or organize students to collect, physical specimens for investigation For example, if the teacher anticipates doing a lesson on the role of the media, she or he might ask the students to bring into class newspapers and magazines There should be materials sufficient for each pair • Size and selection of pairs or groups Pair size normally ranges between two students Group size can sometimes go larger although groups larger than not ensure that everyone will participate Pair membership can be determined in different ways A random selection might be done by “counting off” with students (go around th room systematically having students count 1,2, etc., with each number representing a pair or selecting pairs on the basis of birth date Sometimes pairs are organized for one activity Other times, teachers use pairs for series of activities, so that students get used to working with one another • Organize students within the pair A laissez-faire approach to pairwork would be that the teacher gives a general assignment to the pair - such as organize a research project on ‘qualities of a 10 good leader’ – and the students are left to organize the pair or group work themselves A highly structured approach would be that the teacher assigns a specific role to each pair or group member Depending upon the task, the role might include ‘materials handler’, ‘scribe’, ‘reporter to the pair’ and so on A semi-structured approach might be that the teacher recommend certain roles, but leaves it to the pair or group to assign roles A more structured approach, with rotation of tasks within a pair or group, is often used with younger students A less structured approach can be used with students having experience in pair or group work or for simple tasks that not require students to take on different roles • Time the pair and group work The teacher should anticipate student questions about timing, the task results, sharing with the whole pair, and so on After giving clear instructions to the students, the teacher should be available to answer questions, but not interfere with the pair or group’s activities It is common in many classrooms that a pair or group activity constitutes 20 minutes of a 40 minute – period, with 10 minutes allowed for sharing other pair or group work with the whole class • Share pair or group work with the whole class Usually the results of the pair or group work are shared with the class This sharing can be oral (reporting out), visual (written or graphic representation), or both It is highly interesting to contrast the results of pair or group work 2.3.3 Steps for organizing pair or group work in a speaking lessons Harmer (2001) divides pair and group work into three steps: Pre activities, While activities and Post activities • Pre activities We need to give instructions to let students understand what they are going to do, give them ideas of when they will have finished the task they ar going to get involved in Sometimes, we may ask them to repeat the instructions or to translate them into their first language so as to check their understanding In some cases, our instructions may involve a demonstration • While activities While students are working in pairs the teacher has a number of options They could, for instance, stand at the front or the side of the class (or at the back or 11 anywhere else in the classroom) and keeps an eye on what is happening, noting who appears to be stuck or disengaged, or about to finish In this position we can ‘turn in’ to a particular pair from some distance away The teachers can then decide whether to go over and help that pair An alternative procedure is to go round the class watching and listening to specific pairs The teacher can stay (with their agreement) for a period of time and then intervene if we think it is appropriate or necessary, always bearing in mind what we have said about the difference between accuracy and fluency work When students are working in pairs, the teachers have an ideal opportunity to work with individual students whom would then feel benefit from their attention They also have a great chance to act as observers, picking up information about students’ progress • Post activities When pairs or groups stop working together the teacher needs to organize feedback The teacher should let them discuss what occurred during the group sesson and, where necessary, their own assessments and make corrections Where pair or group work has formed part of a practice sesson, our feedback may take the form of having a few pairs or groups quicly demonstrate the language they have been using The teacher can then correct it, if and when necessary and this procedure will give both those students and the rest of the class good information and experience for future learning and action Finally, it is vital to remember that constructive feedback on the content of student work can greatly enhance students’ future motivation The feedback the teacher gives on languge mistakes is only one part of that process 2.3.4 Sample speaking lesson plan applying pair work and group work UNIT : PARTY (Tiếng Anh 11 – NXB Giáo dục ) B Speaking The 14th Period Time: 45 minutes I Objectives: Educational aim: By the end of the lesson, sts will be able to: Use appropriate language to talk about parties and negotiate how to plan them Use appropriate language to invite people to come to parties Ask and answer questions about a party based on the vocabulary and structures that they have learned in the lesson Talk about a parties and how to plan parties + Word: The words are related the party The sts know how to organize the parties 12 Knowledge: - General knowledge: By the end of the lesson students can practise a dialogue about a party - Language: asking for and giving information from a passage - New words: words related to the topic Skills: Speaking about parties II Method: integrated, mainly communicative III Teaching aids: pictures ,textbook, lesson plan, IV Procedure: Teacher’s activities I.Warm-up: (7 minutes) - Playing games - Divide the class into pairs and ask students to work in pairs to ask and anwer the questions about the party in minutes Asks sts to work in pairs to answer the questions Do you like party? Have you ever taken part in a party? What was the occasion? Did you take a gift for the host? Where was the party held? How many people were at the party? -> Sets the scene: Supposed you have been to a party and now you want to tell your friends about it What you want to tell them? - Call some pairs to ask and anwer about the party in front of the class - Feedback and lead the class to the topic of speaking activities (we are going to discuss about party ) II Pre-speaking : (10 minutes) Task pair –work - Introduces the task: Think of the party you have been to Choose from the list the things you want to talk about - Goes over the question s with the class, explains the new words if necessary - Asks Ss to choose the details they Students’ activities - Keep books close - Look at the board and listen to the teacher - Work in pairs to ask and anwer about the party -Stand up and ask and anwer about the party in front of the class - Open the books - Listen to the teacher - Choose the details to talk about and plan the stories, take notes Model: Whose party was it? Where was the party? 13 want to talk about and plan the stories, take notes - Goes around the class to check and offer help Who did you go with? Were there a lot of people there? Did you know most of the people there? What time did it finish? - Go around and listen to the students –Give more suggestions if they need III While-speaking : (20 minutes) Task - Work in pairs - Has Ss keep work in pairs , gets them to tell about the party they have been to, based on the outlines they have made for task - Work in pairs , and tell about the party, based on the outlines Ss have made for task - Ask T if necessary Task 3: Work in group : - Introduces the task and asks if Ss have ever planned a party with someone else - Elicits things they consider when - Listen to the teacher and make questions: + who to invite: Who should we invite to the party? + place: Where we organise the Model: A: Hi, Last week I was invited to a - Goes around to check and offer help party B: Oh, how nice Whose party was it? - Calls some pairs to perform their A: One of my old friends’ – Phuong conversation B: Where was the party? A: She didn’t like being noisy so she celebrated her party at home - Listen and give the ideas to each pair B: Well Who did you go with? A: I went with my little brother B: Were there a lot of people there? - Elicits feedback from the class and A: Oh, yes About twenty people and give final comments we were very happy B: Did you know most of the people there? A: Yes, most of them are my old friends B: Excellent! What time did it finish? A: I don’t remember exactly, about 10 p.m B: You had a happy time I think A: Of course Bye See you again B: Bye See you again 14 planning a party - Ask Ss to make questions for the items in the task Ex: budget: How much you spend for your party? Date and time: When you organise your party? - give some expressions: + What you think about…? + What is your opinion about…? + Let’s… + Why don’t we…? + How about…? + What about ? + I agree + I think so, too + That’s true - goes around to check and offer help - provides corrective feedback when neccesasry IV Post-speaking : (7 minutes) Task Work in group - asks Ss to tell the rest of the class about the party and invite people to come - elicits some expressions for inviting and persuading + Would you like to come? + We would love to have you + We welcome your presence + It’s our pleasure to invite you - Calls on the representative of each group to report about the parties that they have planned - gives feedback party? + dress: What kind of clothes we wear at the party? + decoration: How we decorate the party? + entertainment: What activities will take place? + food and drink: What foods and drinks will be served? Model: A: Now, tell about our party What party will we have? B: We’re having a Mother’day party C: When are we going to have the party? A: Maybe we are going to have it on March 8th B: What about budget? How much wespend for our party? … -Work in groups and then speak out their opinions -Work in groups and each group has a representative to to report about the parties that they have planned Model: We’ re having a Mother’s day at 7.p.m on March 8th at our school Would you like to come? We have also invited our teachers There will be a lot of foods and drinks that you like such as, … - Listen to the teacher 15 V.Homework: (1 minutes) - Ask students to write a paragraph about a party they have been (80 words) - Ask students to prepare Part CListening and homework 2.4 - Write down the homework The effect of pair work and group work in the speaking lessons After step by step carrying out the ways of applying pair work and group work in speaking lessons in Tiếng Anh 10 text book, I find out that my students have become more confident in talking They not feel afraid of making mistakes as they used to Now I really feel happy and proud of my students Their attitude towards pair and group activities has changed significantly as shown in the table bellow Moreover, I also share my experience in applying pair and group work with my colleagues and they also agree that organizing pair work and group work in such a way as I mentioned above will be more effectively than the way they applied before Table Students’ feelings when taking part in pair and group work in speaking Number Percentage (%) Excited Nervous Timid Bored 35 83,3 11,9 4,8 Table &7 A comparision in the students feelings before and after the application of the new solutions 16 Before After These charts show a change in the students’motivation before and after the study is carried out Obviously, the students no longer feel bored in the speaking lessons They are more excited and less nervous All of these facts mean that what the teacher applied in her class has brought about a good effect on the students CONCLUSION 3.1 Conclusion Using pair work and group work is not a brand new way of teaching speaking in foreign languages However, how to apply this kind of activities effectively is still a challenge to many language teachers The result of teaching speaking can be seen in the attitude of students when taking part in a conversation or when speaking up in front of the class and the teacher With the purpose of finding out a better way of teaching English to students in speaking lessons through pair work and group work, I have tried to analyze the problems students encounter when they work in pair or group and I have also summarized a lot of literatures related to the topic which are written by famous researchers and educators all over the world With nearly a school year time has passed since I started applying the steps in teaching pair and group work in speaking activities to grade – ten students, I can now affirm that letting students work in pairs and groups under the control of the teacher is the best way to teach speaking skill What the students need is a proper guide of the teacher to make them feel confident to work on their own I would like to get more comments from colleagues, readers and educational specialists on this paper Your advice would be appreciated because I always desire to correct my mistakes to be advanced in my profession I would also try my best to contribute to the development of education of our country 17 3.2.Recommendation - To teachers: As I once heard from Asso Pro Dr Le Van Canh, a famous and experienced lecturer at ULIS ‘there is no stupid student, there are only teachers who not know how to teach’, teaching is a hard job and it requires a lot of knowledge and skills Therefore, every teacher should try their best to find suitable teaching method to their own students Teachers should encourage students to take part in learning activites, especially in pair and group work to help them communicate better - To students: As an English saying: ‘ You can lead a horse into the water but you can not force it to drink’ , your teachers can only help students to learn if they are willing to Learning any foreign language is really a big challenge to any learner, which requires motivation and hard work Therefore, try your best to learn English because it is very useful in your life Every students should actively participate in learning activities during class hour as well as other activities outsides classroom to acquire knowledge on their own On important thing to help English learners to be successful is that they should take chances of getting their teacher’s help Ask them whenever you encounter difficulty I assure that this paper is written by Authorized by the headmaster of myself and not a copy of anyone else Tran An Chiem High School : Yen Dinh, May 16th, 2018 Writer’s signature : 18 Đỗ Thị Thu Lê Tiến Độ REFERENCES 1.Brown, H.D (2001) Teaching by principles: An Interactive Approach to Language Pedagogy, Longman 2.Byrne, D (1983) Teaching oral English London: Longman 3.Byrne, D.(1991) Techniques for classroom interaction Cambridge: Cambridge University Press 4.Doff, A (1988) Teaching English – A training course For Teachers, Cambridge University Press in Association with the British Council 5.Gross, B (1993) Tools for Teaching San Francisco: Jossey – Bass publisher 6.Harmer, J (2001) The practice of English Language Teaching Longman 7.Van Hoang Van et als (2006) Tieng Anh 10 Giao Duc Publisher 19 8.Littlewood, William (1981) Communicative Language Teaching: An Introduction Cambridge: Cambridge University Press 9.Nunan, D (1991) Language Teaching Methodology UK: Prentice Hall International 10.Nunan, D (2003) Practical English Language Teaching NY: McGraw- Hill 11.Michael Vince – Advanced Language Practice – Macmillan Publishers Limited 1998 12.Randolph Quirk, Sidney Greenhorn – A University Grammar of English – Longman 1973 13.Raymond Murphy – English grammar in use - Cambridge University Press 1986 14.Materials from the Internet APPENDIX SURVEY QUESTIONNAIRE (For teachers) This survey aims at finding out some information about the frequency and the use of pair work and group work in speaking lessons of the English teachers at Tran An Chiem High School Please help me to complete it by putting a tick (√) to your answer(s) How often you use pair work and group work in speaking lessons? A Always B Often C Sometimes D Never 20 What kinds of pair work and group work you often use in teaching speaking? A Dialogue B Role play C Games D Others (Please specify) …………………………………………… What you think of the effect of using pair and group work in teaching speaking skill A Very effective B Not very effective C Ineffective Thank you very much for your cooperation APPENDIX SURVEY QUESTIONNAIRE – BẢNG CÂU HỎI KHẢO SÁT (For students – Dành cho học sinh) This survey aims at finding out some information about the frequency and the use of pair work and group work in speaking lessons of the English teachers at Tran An Chiem High School Please help me to complete it by putting a tick (√) to your answer(s) Mục đích khảo sát tìm hiểu số thơng tin hoạt động cặp, nhóm học nói tiếng Anh em Hãy giúp hồn thành cách em đánh dấu tick (√) vào phương án trả lời em lựa chon phía câu hỏi 21 How often you use pair work and group work in speaking lessons?Em có thường xuyên tham gia vào hoạt động cặp, nhóm học nói khơng? A B C D Always – Luôn Often – Thường xuyên Sometimes – Thỉnh thoảng Never – Không What you feel when you take part in pair work or group work in speaking lessons? Em cảm thấy tham gia vào hoạt động cặp, nhóm học nói? A B C D Excited – Hào hứng Nervous – Lo lắng Timid – Rụt rè Bored – Chán How you want the pair or group work activities should be carried out in speaking lessons? Em mong muốn hoạt động cặp nhóm tổ chức học nói? A More often – Thường xuyên B The same as they are now - Giống C Less often - Ít D Others (Please specify) …………………………………………… Ý kiến khác (Vui lòng nêu cụ thể) Thank you very much for your cooperation 22 ... front of the class afterwards and discussing what they said and pointing out the most common mistakes 2.2 The use of pair work and group work in speaking lessons at Tran An Chiem High School. .. speaking lessons at Tran An Chiem High School - Pointing out the benefits and challenges of using pair and group work activities - Suggesting some effective ways of using pair and group work in speaking. .. pair work and group work ………………………………………………… 2.2 The use of pair work and group work in speaking lessons at Tran An Chiem High School ……………………… 2.3 How to organize pair work and group work effectively…